• School Mathematics
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• v.15 no.3
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• pp.603-617
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• 2013

The major purpose of this article is to examine what kind of gap exists between mathematically gifted students' probability knowledge and the reality actually applying that knowledge and then analyze the cause of the gap. To attain the goal, 23 elementary mathematically gifted students at the highest level from G region were provided with problem situations internalizing a probability and expectation, and the problems are in series in which conditions change one by one. The study task is in a gaming situation where there can be the most reasonable answer mathematically, but the choice may differ by how much they consider a certain condition. To collect data, the students' individual worksheets are collected, and all the class procedures are recorded with a camcorder, and the researcher writes a class observation report. The biggest reason why the students do not make a decision solely based on their own mathematical knowledge is because of 'impracticality', one of the properties of probability, that in reality, all things are not realized according to the mathematical calculation and are impossible to be anticipated and also their own psychological disposition to 'avoid loss' about their entry fee paid. In order to provide desirable probability education, we should not be limited to having learners master probability knowledge included in the textbook by solving the problems based on algorithmic knowledge but provide them with plenty of experience to apply probabilistic inference with which they should make their own choice in diverse situations having context.

• School Mathematics
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• v.13 no.1
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• pp.175-187
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• 2011

The purpose of this study is to develop and utilize various kinds of mathematics teaching materials for gifted class in elementary school by utilizing polyominoes and a what-if-not strategy. Blokus is used to let students understand the characteristics of polyominoes, and omok is utilized to let them grasp interior point. Thus, the activities that utilized the new materials, blokus and omok, are developed to teach Pick's theorem. Besides, recreation activities were additionally prepared to provide education in an easy, intriguing and creative manner. The findings of the study is as follows: First, each of the materials was utilized in a different manner when the students engaged in basic and enrichment learning. Second, the mathematically gifted students were able to discover Pick's theorem in the course of utilizing the materials that contained recreational elements. Third, the students were taught to foster their problem-solving skills about area, girth and interior point by making use of the materials that were designed to be linked to each other. Fourth, existing programs were just designed to attain particular objects, to be conducted at a fixed time and to cater to particular graders. Fifth, when the students made problems by making use of the what if (not) strategy and the materials, they responded in diverse ways and were able to apply them.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1110-1120
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• 2011

The purpose of this study was to investigate teachers' perceptions of gender differences in students' mathematics and science learning ability. The sample included 289 elementary and secondary school gifted teachers. The teachers filled out the survey, asking their perceptions of gender differences in mathematics and science learning ability, as well as of the reasons of the differences. The results were as follows: 1) 65% of the teachers responded that gender differences existed in students' mathematics and science learning ability, 2) 63% of the teachers perceived that the differences began around higher elementary or middle school ages, 3) 57% of the teachers thought that gender differences existed in the high-achieving student group. Teachers perceived the reasons of differences were 1) differences in inborn ability, 2) the different expectation, and 3) the different ways of parental cares. Since teachers' perceptions of students' ability would impact teachers' attitudes on students, implications and suggestions were included in this article to provide teachers insights that promote students' better learning.

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.621-636
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• 2013

In this paper we intended to present the case of mentorship program for the gifted in elementary mathematics education, which is related with Waldorf education. We installed the program to four six-grade students during six months. We focused on cultivating integrated perspective, aesthetic perspective and substantial skills. For the aim we dealt with the item, construction based on the aesthetic experiences. Finally we presented three main ideas, construction of regular polygons and flowers, construction of islamic design, and farmland cleanup with construction. We also contained the students' project in this paper.

• The Journal of Korean Association of Computer Education
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• v.16 no.2
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• pp.69-78
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• 2013

For the increasingly complicated and technology dependent 21st century, ICT literacy is being emphasized by education authorities as a key ability needed to succeed in a knowledge-based society. Accordingly, since 2007, several studies have been conducted to measure the ICT literacy levels of students. This study aimed at analyzing how ICT literacy levels vary according to students' skill sets from the viewpoint of educational convenience. To fulfill this goal, the ICT literacy abilities of 167 elementary students and 159 middle school students (all receiving education at "gifted students" education centers) were compared with the following results. First, elementary students displayed differences with regards to 'computer and network' and 'information society and ethics' among the content elements, and 'critical mind' and 'information communication' among capability elements according to their skill sets. Second, middle school students displayed differences with regards to 'information society and ethics' and 'information organization and creation' elements according to their skill sets. The significance of this study lies in the fact that it measured the ICT literacy levels of --and made suggestions for education to-- students specially gifted in information, science and mathematics rather than general students.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.247-282
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• 2011

In the elementary school mathematics textbooks of the 7th national curriculum, just simple construction education is provided by having students draw a circle and triangle with compasses and drawing vertical and parallel lines with a set square. The purpose of this study was to examine the mathematical thinking of sixth-grade elementary school students in the construction process in a bid to give some suggestions on elementary construction guidance. As a result of teaching the sixth graders in gifted and nongifted classes about the equal division of line segments and evaluating their mathematical thinking, the following conclusion was reached, and there are some suggestions about that education: First, the sixth graders in the gifted classes were excellent enough to do mathematical thinking such as analogical thinking, deductive thinking, developmental thinking, generalizing thinking and symbolizing thinking when they learned to divide line segments equally and were given proper advice from their teacher. Second, the students who solved the problems without any advice or hint from the teacher didn't necessarily do lots of mathematical thinking. Third, tough construction such as the equal division of line segments was elusive for the students in the nongifted class, but it's possible for them to learn how to draw a perpendicular at midpoint, quadrangle or rhombus and extend a line by using compasses, which are more enriched construction that what's required by the current curriculum. Fourth, the students in the gifted and nongifted classes schematized the problems and symbolized the components and problem-solving process of the problems when they received process of the proble. Since they the urally got to use signs to explain their construction process, construction education could provide a good opportunity for sixth-grade students to make use of signs.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.619-637
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• 2012

The purpose of this study is to develop a new program for elementary math-gifted students by using 'Girih Tililng' and apply it to the elementary students to improve their math-ability. Girih Tililng is well known for 'the secrets of mathematics hidden in Mosque decoration' with lots of recent attention from the world. The process of this study is as follows; (1) Reference research has been done for various tiling theories and the theories have been utilized for making this study applicable. (2) The characteristic features of Mosque tiles and their basic structures have been analyzed. After logical examination of the patterns, their mathematic attributes have been found out. (3) After development of Girih tiling program, the program has been applied to math-gifted students and the program has been modified and complemented. This program which has been developed for math-gifted students is called 'Exploring the Secrets of Girih Hidden in Mosque Patterns'. The program was based on the Renzulli's three-part in-depth learning. The first part of the in-depth learning activity, as a research stage, is designed to examine Islamic patterns in various ways and get the gifted students to understand and have them motivated to learn the concept of the tiling, understanding the characteristics of Islamic patterns, investigating Islamic design, and experiencing the Girih tiles. The second part of the in-depth learning activity, as a discovery stage, is focused on investigating the mathematical features of the Girih tile, comparing Girih tiled patterns with non-Girih tiled ones, investigating the mathematical characteristics of the five Girih tiles, and filling out the blank of Islamic patterns. The third part of the in-depth learning activity, as an inquiry or a creative stage, is planned to show the students' mathematical creativity by thinking over different types of Girih tiling, making the students' own tile patterns, presenting artifacts and reflecting over production process. This program was applied to 6 students who were enrolled in an unified(math and science) gifted class of D elementary school in Daejeon. After analyzing the results produced by its application, the program was modified and complemented repeatedly. It is expected that this program and its materials used in this study will guide a direction of how to develop methodical materials for math-gifted education in elementary schools. This program is originally developed for gifted education in elementary schools, but for further study, it is hoped that this study and the program will be also utilized in the field of math-gifted or unified gifted education in secondary schools in connection with 'Penrose Tiling' or material of 'quasi-crystal'.

• Journal of Educational Research in Mathematics
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• v.20 no.4
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• pp.459-476
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• 2010

The purpose of this study is to suggest a new direction in using LOGO as a gifted education program and to seek an effective approach for LOGO teaching and learning, by analyzing the strategic thinking of mathematically gifted elementary students. This research is exploratory and inquisitive qualitative inquiry, involving observations and analyses of the LOGO Project learning process. Four elementary students were selected and over 12 periods utilizing LOGO programming, data were collected, including screen captures from real learning situations, audio recordings, observation data from lessons involving experiments, and interviews with students. The findings from this research are as follows: First, in LOGO Project Learning, the mathematically gifted elementary students were found to utilize such strategic ways of thinking as inferential thinking in use of prior knowledge and thinking procedures, generalization in use of variables, integrated thinking in use of the integration of various commands, critical thinking involving evaluation of prior commands for problem-solving, progressive thinking involving understanding, and applying the current situation with new viewpoints, and flexible thinking involving the devising of various problem solving skills. Second, the students' debugging in LOGO programming included comparing and constrasting grammatical information of commands, graphic and procedures according to programming types and students' abilities, analytical thinking by breaking down procedures, geometry-analysis reasoning involving analyzing diagrams with errors, visualizing diagrams drawn following procedures, and the empirical reasoning on the relationships between the whole and specifics. In conclusion, the LOGO Project Learning was found to be a program for gifted students set apart from other programs, and an effective way to promote gifted students' higher-level thinking abilities.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.197-215
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• 2012

The purpose of this study was to analyze the research trends of 114 papers about mathematical creativity published in domestic journals from 1997 to 2011 with regard to the years, objects, subjects, and methods of such research. The research of mathematical creativity education has been studied since 2000. The frequent objects in the research were non-human, middle and high school students, elementary students, gifted students, teachers (in-service and pre-service), and kindergarteners in order. The research on the teaching methods of mathematical creativity, the general study of mathematical creativity, or the measurement and the evaluation of mathematical creativity was active, whereas that of dealing with curricula and textbooks was rare. The qualitative research method was more frequently used than the quantitative research one. The mixed research method was hardly used. On the basis of these results, this paper shows how mathematical creativity was studied until now and gives some implications for the future research direction in mathematical creativity.

• School Mathematics
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• v.16 no.3
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• pp.613-631
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• 2014

The aim of this study was to investigate how the small group activity system influences individual to form concepts of prime number and composite number through activity theory on learning process of mathematically gifted 5th-grade students. Student's worksheets, recorded video, and interview were gathered and transcribed for analyzing data. Process of concept formation and using symbol behavior were used to derive the stage of mathematical concept from students, and the activity system and stage of concept formation process were schematized through analysis of whole class activity system and small group activity system based on activity theory. According to the results of this study, two students who were in different activity groups separated into the state of semi-concept and the stage of complex thinking respectively, and therefore, social context and the activity system had effects on process of concept formation among the students.